1 Reading List for Field Exam in Stratification And

Total Page:16

File Type:pdf, Size:1020Kb

1 Reading List for Field Exam in Stratification And 1 Reading list for field exam in Stratification and Inequality Wednesday, November 14, 2012 Concepts Erik Olin Wright (ed.) 2005. Alternative Foundations of Class Analysis, Cambridge University Press. Duncan, Otis Dudley 1961. “A Socioeconomic Index for All Occupations”, Chapter 6 in Albert J. Reiss (ed.) Occupations and Social Status. Free Press. Hauser, Robert M. and John R. Warren. 1997. “Socioeconomic Indexes for Occupations: A Review, Update and Critique”. Sociological Methodology 27: 177-298. Weeden, Kim A. and David B. Grusky 2005. “The Case for a New Class Map” American Journal of Sociology 111: 141-212. Ganzeboom, Harry B. G., Paul M. DeGraaf, Donald J. Treiman. 1992. “A Standard International Socio-Economic Index of Occupational Status”. Social Science Research 21: 1-56. Sørenson, Aage B. 2000. “Toward a Sounder Basis for Class Analysis” American Journal of Sociology 105: 1523-58 (also following comments by Wright and Goldthorpe). Atkinson, Anthony B. 1983. The Economics of Inequality. Clarendon Press, Chapter 3. Inequality Davis, Kingsley and Wilbur E. Moore 1945. “Some Principles of Stratification” American Sociological Review 10: 242-49. Neckerman, Kathryn M. and Florencia Torche 2007. “Inequality: Causes and Consequences” Annual Review of Sociology 33: 335-357. Tumin, Melvin M. 1953. “Some Principles of Stratification: A Critical Analysis” American Sociological Review 18: 387-93. Treiman, Donald J. “Industrialization and Social Stratification” in Edward O. Laumann (ed) Social Stratification: Research and Theory for the 1970s. Bobbs-Merril, pp: 207-34. The Status Attainment Tradition 2 Blau, Peter M. and Otis Dudley Duncan. 1967. The American Occupational Structure Simon and Schuster, chapters 1 and 5. Sewell, William H., Archibald O. Haller and Alejandro Portes. 1969. “The Educational and Early Occupational Attainment Process” American Sociological Review 34: 82-92. Duncan, Otis Dudley, Archibald Haller and Alejandro Portes. 1968. “Peer Influences on Aspirations: A Reinterpretation’. American Journal of Sociology 74: 119-37. Bielby, William T. 1981. “Models of status attainment” Research in Social Stratification and Mobility 1: 3-26. William H. Sewell, Robert M. Hauser, Kristen W. Springer and Taissa S. Hauser 2004. As we age: a review of the Wisconsin Longitudinal Study, 1957–2001. Research in Social Stratification and Mobility 2004: 3-111. Social Mobility Duncan, Otis Dudley 1966. “Methodological Issues in the Analysis of Social Mobility” in Neil J. Smelser and Seymour Martin Lipset (eds). Social Structure and mobility in Economic Development, Aldine, pp. 51-97. Featherman, David L., and Robert M. Hauser. 1978. Opportunity and Change. New York: Academic Press, chapter 5. Breen, Richard 2004. Social Mobility in Europe. Oxford University Press, chapters 1, 2 and 15. Erikson, Robert and John H. Goldthorpe 1992. The Constant Flux: A Study of Class Mobility in Industrial Societies. Clarendon Press, chapters 1,2 and 11. Breen, Richard, and Jan O Jonsson. 2005. "Inequality of opportunity in comparative perspective: Recent research in educational attainment and social mobility." Annual Review of Sociology 31: 223-243. Hout, Michael. 1988. “More Universalism, Less Structural Mobility: The American Occupational Structure in the 1980s.” American Journal of Sociology 93:1358-1400. Income Inequality and Mobility Piketty, Thomas and Emmanual Saez 2003. “Income Inequality in the United States, 1913-1998” Quarterly Journal of Economics 118: 1-39. 3 Solon, Gary 1992. “Intergenerational Income Mobility in the United States” American Economic Review 82: 393-408. Lee, Chul-In and Gary Solon. 2009. “Trends in Intergenerational Income Mobility” Review of Economics and Statistics 91: 766-72. Black, Sandra E. and Paul J. Devereux 2011. “Recent Developments in Intergenerational Mobility”, Handbook of Labor Economics, Vol. 4b, Elsevier, Chapter 16. Björklund, Anders and Markus Jäntti 2009. ”Intergenerational Income Mobility and the Role of Family Background” in Wiemer Salverda, Brian Nolan and Timothy M. Smeeding (eds) The Oxford Handbook of Economic Inequality, Oxford University Press, pp. 491-521. Hertz, Tom. 2005. “Rags, Riches and Race: The Intergenerational Economic Mobility of Black and White Families in the United States.” in Samuel Bowles, Herbert Gintis and Melissa Osborne Groves (eds) Unequal Chances: Family Background and Economic Success, Russell Sage Foundation, pp. 165-91. Intergenerational transmission Sacerdote, Bruce 2007. “How Large are the Effects from Changes in Family Environment? A Study of Korean American Adoptees” The Quarterly Journal of Economics, 122: 119-57. Bowles, Samuel and Herbert Gintis 2002. “The Inheritance of Inequality” Journal of Economic Perspectives 16: 3-30. Mare, Robert D. and Vida Maralani. 2006. “The Intergenerational Effects of Changes in Women’s Educational Attainments.” American Sociological Review 71:542-564. Duncan, Otis Dudley. 1968. “Inheritance of Poverty or Inheritance of Race?” Pp. 85- 110 in On Understanding Poverty, edited by Daniel P. Moynihan, New York: Basic Books. Education Mare, Robert D. 1981. ‘Change and Stability in Educational Stratification.’ American Sociological Review 46: 72-87 4 Cameron, Stephen V. and James J. Heckman 1998. ‘Life Cycle Schooling and Dynamic Selection Bias: Models and Evidence for Five Cohorts of American Males’. Journal of Political Economy 106: 262-333. Breen, Richard and Jan O. Jonsson, 2000. ‘A Multinomial Transition Model for Analyzing Educational Careers’. American Sociological Review, 65: 754-72. Blossfeld, Hans Peter and Yossi Shavit 1993. ‘Persisting Barriers: Changes in Educational Opportunities in Thirteen Countries’ in Shavit, Yossi and Hans-Peter Blossfeld (eds.). Persistent Inequality: Changing Educational Attainment in Thirteen Countries. Westview Press. Breen, Richard, Ruud Luijkx, Walter Müller and Reinhard Pollak. 2009. “Non- Persistent Inequality in Educational Attainment: Evidence from Eight European Countries”. American Journal of Sociology, 114, 5. Breen, Richard and John H. Goldthorpe 1997. ‘Explaining Educational Differentials: Towards a Formal Rational Action Theory’ Rationality and Society, 9: 275-305. Raftery, Adrian and Michael Hout, 1993. ‘Maximally Maintained Inequality: Expansion, Reform and Opportunity in Irish Education, 1921-75’. Sociology of Education 66: 41-62. Lucas, Samuel R. 2001. ‘Effectively Maintained Inequality: Education Transitions, Track Mobility, and Social Background Effects.’ American Journal of Sociology 106: 1642-90. Buchmann, Claudia, Thomas A. DiPrete and Anne McDaniel 2008. ‘Gender Inequalities in Education’. Annual Review of Sociology, 34: 319-37. Buchmann, Claudia and Thomas A. DiPrete, 2006. ‘The Growing Female Advantage in College Completion: The Role of Family Background and Academic Achievement’. American Sociological Review, 71: 515-41. Dale, Stacy Berg and Alan D. Krueger. 2002. Estimating the Payoff to Attending a more selective College: an Application of Selection on Observables and Unobservables. Quarterly Journal of Economics 117: 1491-1527. Jencks, Christopher and Meredith Phillips. 1998. The Black-White Test Score Gap, Washington DC: Brookings Institute Press., “Introduction” Poverty Brady, David. 2003. "Rethinking the sociological measurement of poverty." Social Forces 81:715-742. 5 Lichter, Daniel T. 1997. "Poverty and Inequality among Children." Annual Review of Sociology 23:121-146. Stevens, Ann Huff. 1994. "The Dynamics of Poverty Spells: Updating Bane and Ellwood." The American Economic Review 84:34-37. Iceland, J. 2003. "Why poverty remains high: The role of income growth, economic inequality, and changes in family structure, 1949-1999." Demography 40:499-519. Aber, J.L., N.G. Bennett, D.C. Conley, and J. Li. 1997. "The effects of poverty on child health and development." Annual Review of Public Health 18:463-483. David J. Harding. 2003. “Counterfactual Models of Neighborhood Effects: The Effect of Neighborhood Poverty on Dropping Out and Teenager Pregnancy.” American Journal of Sociology 190:676-719. .
Recommended publications
  • Alec Campbell [email protected] Office Hours M 8-9 AM and by Apt Office A242
    Introduction to Sociology SOC 101 | Fall 2015 C164 | TTh 12:30-2:40pm Alec Campbell [email protected] Office Hours M 8-9 AM and by apt Office A242 Course Outcomes: After completing this class, students should be able to: Critically examine the social landscape in which you live and how life experiences differ according to race, class, gender and sexuality. Identify the ways in which cultural and social institutions shape the everyday experiences of individuals, groups and communities. Describe fundamental sociological concepts, and theories, and apply them to real-life situations. Texts There is no textbook for this class and no books to purchase. All class resources can be accessed through canvas or will be provided by the professor. Policies Student Attendance: Attendance is essential to your success in this course. I will take attendance every day and you will receive 10 points if you are in class on time and 5 points if you arrive late. There are 22 class meetings and a maximum of 200 attendance points so it is possible to miss two classes and still receive full credit for attendance. I will make accommodations for college sanctioned events (athletic contests, artistic performances, conferences) provided that you inform me of your anticipated absence in a timely fashion. An example of timely notification can be found in the tentative schedule. I will be attending a college sanctioned conference on November 5th and class is cancelled on that day. In any case, you will be responsible for material covered in your absence and for turning in any work due on the day of your absence.
    [Show full text]
  • Grodsky,Eric. Wisconsin. Spring 2016. Social Stratification
    Page 1 of 38 Sociology 923: Social Stratification Mondays, 2:10 to 4:40 PM, 6322 Sewell Office hours: Tuesday 2:30-3:30 or by appointment Instructor Eric Grodsky [email protected] 4454 Sewell Social Science Building Course Description This course is a graduate level seminar on social stratification. This is a difficult field to bound as it incorporates several subfields, including the study of gender, race/ethnicity, sociology of education and much of social demography. There’s a lot to cover. As a graduate seminar, this class relies heavily on your participation. I will seldom lecture, and when I do my lectures will be brief and most likely methodological in nature (enough information to get you through the readings). The substantive work of this course falls to you. I expect you to complete all of the readings on time, submit summaries in a timely fashion (described below), and attend every class unless you are SERIOUSLY ill or have some other very legitimate reason for not attending (religious, family emergency, etc.). You will take turns leading our discussions. Course format We will meet for 2 hours and 20 minutes each week, with a five-minute break somewhere in there. In addition to completing ALL of the readings that are required (denoted by a *), each of you will complete one or two article summaries most weeks. You will upload your summaries to the drop box on the course web page by 8:00 AM Friday each week. This will give your classmates time to review your summaries before we meet.
    [Show full text]
  • SOCIOLOGY 9191A Social Science in the Marxian Tradition Fall 2020
    SOCIOLOGY 9191A Social Science in the Marxian Tradition Fall 2020 DRAFT Class times and location Wednesday 10:30am -12:30pm Virtual synchronous Instructor: David Calnitsky Office Hours by appointment Department of Sociology Office: SSC 5402 Email: [email protected] Technical Requirements: Stable internet connection Laptop or computer Working microphone Working webcam “The philosophers have only interpreted the world, in various ways. The point, however, is to change it.” – Karl Marx That is the point, it’s true—but not in this course. This quote, indirectly, hints at a deep tension in Marxism. If we want to change the world we need to understand it. But the desire to change something can infect our understanding of it. This is a pervasive dynamic in the history of Marxism and the first step is to admit there is a problem. This means acknowledging the presence of wishful thinking, without letting it induce paralysis. On the other hand, if there are pitfalls in being upfront in your desire to change the world there are also virtues. The normative 1 goal of social change helps to avoid common trappings of academia, in particular, the laser focus on irrelevant questions. Plus, in having a set of value commitments, stated clearly, you avoid the false pretense that values don’t enter in the backdoor in social science, which they often do if you’re paying attention. With this caveat in place, Marxian social science really does have a lot to offer in understanding the world and that’s what we’ll analyze in this course. The goal is to look at the different hypotheses that broadly emerge out of the Marxian tradition and see the extent to which they can be supported both theoretically and empirically.
    [Show full text]
  • Erik Olin Wright, Editor
    Alternative Foundations of Class Analysis Erik Olin Wright, editor with contributions by Richard Breen David Grusky Jan Pakulski Aage Sorensen Elliott Weininger Erik Olin Wright December, 2002 Table of Contents Introduction page 1 Erik Olin Wright Chapter 1 Foundations of Class Analysis in the Marxist 6 Tradition Erik Olin Wright Chapter 2 Foundations of Class Analysis in the Weberian 41 Tradition Richard Breen Chapter 3 Foundations of Durkheimian class analysis 70 David Grusky Chapter 4 Foundations of Class Analysis in the work of 119 Bourdieu Elliott Weininger Chapter 5 Foundations of neo-Ricardian class analysis 180 Aage Sørensen Chapter 6 Foundations of Anti-Class analysis 215 Jan Pakulski INTRODUCTION In March 2001, on the morning BBC Radio news program, a report was presented discussing a new seven-category class scheme being used in the British Census. Listeners were invited to the BBC website to see what class they were in. Within a few days there were over 50,000 hits on the site, a record for this sort of thing. At least for the segment of the British population that listens to the BBC morning news, class remains a salient issue. In the broadcast a number of people were interviewed. One police inspector responded to being told that he was now classified in Class I along with doctors, lawyers and chief executives of corporations, by saying “Does it mean now I have to wear tennis whites when I go out to do my gardening?....I don’t see myself socially or economically in the same class as them.” In a subsequent “live chat” program with Professor David Rose of Essex University, the principle designer of the new census categories, many people called up complaining about the coding scheme.
    [Show full text]
  • Some Problems in Erik Olin Wright's Theory of Class
    International Letters of Social and Humanistic Sciences Online: 2014-06-27 ISSN: 2300-2697, Vol. 33, pp 20-40 doi:10.18052/www.scipress.com/ILSHS.33.20 CC BY 4.0. Published by SciPress Ltd, Switzerland, 2014 Some Problems in Erik Olin Wright’s Theory of Class Jacek Tittenbrun Faculty of Social Sciences, Adam Mickiewicz University, Wieniawskiego 1, Poznań, Poland E-mail address: [email protected] ABSTRACT Nowadays, Erik Olin Wright’s class theory is one of the most influential approaches to social differentiation, although in the mainstream social science the popularity of the so-called EGP class scheme is perhaps greater, Wright’s framework has virtually no rivals amongst Marxists and neo- Marxists. Both those considerations add to the relevance of the present paper, which is a critical analysis of some of the most salient issues present in the aforementioned framework. Indeed, it turns out that Wright’s flaws are more often than not shared by the remaining theorists dealing with social class or stratification. Nomen omen, one of those problems consists in failing to adequately distinguish between those two axes of differentiation. Perhaps the pivotal problem plaguing Wright’s framework concerns his flawed understanding of ownership that cannot but reflect on his definition of class and exploitation. Keywords: class; ownership; control; exploitation; Wright 1. INTRODUCTION Wright’s class theory involves several problems worthy of a more in-depth analysis. The objective of the paper is thus not a comprehensive presentation of Wright’s framework, but, rather, a discussion of some of those theoretical issues it raises.
    [Show full text]
  • The Legitimization of Bureaucratic Personality: an Exegesis of Weberian Theory
    THE LEGITIMIZATION OF BUREAUCRATIC PERSONALITY: AN EXEGESIS OF WEBERIAN THEORY By Scott M. Wallace A Thesis Presented to the Faculty of MCNAIR SCHOLARS PROGRAM UNIVERSITY OF WISCONSIN-SUPERIOR Under the Mentorship of Dr. Marshall Johnson, Sociology Superior, Wisconsin Summer, 2015 page 2 TABLE OF CONTENTS Abstract…………………………………………………………………………………..page 3 Introduction……………………………………………………………………………...page 3 Weber Reconsidered……………………………………………………………………..page 4 a. The Historical Context of Weber’s Social Theory…………………………… page 4 b. Bureaucracy and Rationalization………………………………………………page 5 c. The Nature of Political Interest and Domination………………………………page 7 Social Theory since Weber……………………………………………………………….page 10 a. The Cognitive Grounding of Bureaucratic Personalities………………………page 11 b. Contradictory Location of Bureaucrats………………………………………..page 14 c. Total Bureaucratization? A Case for Weber…………………………………..page 18 Sketches of the Modern Bureaucrat: Towards A Pilot Study……………………………page 21 Conclusion……………………………………………………………………………… page 22 References……………………………………………………………………………..... page 23 page 3 ABSTRACT The work of Max Weber has increasingly been seen as irrelevant to contemporary concerns within sociological theory. Although lauded as one of the foundational thinkers within the discipline, Weber has become a figure to either be dismissed as promoting archaic theories, or a pessimistic thinker that saw no way out of the ‘iron cage’ of rationalization. The present article establishes an alternative reading of Weber that pays close attention to his materialist understanding of how bureaucratic forms of power become legitimized through their being embodied in the habits of social agents socialized in bureaucratic institutions. A sketch for a future pilot study will also be presented based off of this reading of Weber. Introduction When one thinks about bureaucracy today, the most common images that come to peoples’ minds are largely negative: red tape, inefficiency, and lack of human warmth or connection.
    [Show full text]
  • Kearney 475 Syllabus Spring 2015
    Classical Sociological Theory Sociology 475 Spring 2015 Class meetings: 2:30-3:45 P.M. Mondays and Wednesdays Classroom: Ingraham 214 Instructor: Matthew Kearney E-mail: [email protected] Office location: Sewell Social Science Building, Room 3455 Office hours: 4-6 P.M. Mondays Introductory Comments This course has two complementary goals: 1. Students will learn how to construct theoretical arguments about empirical material. 2. Students will learn the basic concepts and approaches of canonical social theorists. Throughout the semester, we will attempt to bring these two goals together. That is, we will draw on canonical approaches in the process of constructing our own arguments about society. This means we understand what major theorists say, critique what they say, and then – potentially – modify their arguments to construct our own explanations of social phenomenon. The premise of this course is that we will construct better explanations after we have seriously studied the classical sociological theory. Notice that serious canonical study is not our end goal; it is only the first step. It is not enough to interpret the classical theories; the point is to change them. The class discussions, lectures, and paper assignments all aim at this goal: using the classical theorists to come to our own understanding of society. The fact that we are authorized to disagree with or modify canonical concepts does not mean we should do so lightly. We have to do serious study first, and we need to take that word 'serious' seriously. We do not discard a social theory until and unless we have an alternative theory of comparable scope with which to replace it.
    [Show full text]
  • Is a College Degree Still the Great Equalizer? Intergenerational
    Is a College Degree Still the Great Equalizer? Intergenerational Mobility across Levels of Schooling in the United States Author(s): Florencia Torche Reviewed work(s): Source: American Journal of Sociology, Vol. 117, No. 3 (November 2011), pp. 763-807 Published by: The University of Chicago Press Stable URL: http://www.jstor.org/stable/10.1086/661904 . Accessed: 10/11/2011 10:06 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The University of Chicago Press is collaborating with JSTOR to digitize, preserve and extend access to American Journal of Sociology. http://www.jstor.org Is a College Degree Still the Great Equalizer? Intergenerational Mobility across Levels of Schooling in the United States1 Florencia Torche New York University A quarter century ago, an important finding in stratification research showed that the intergenerational occupational association was much weaker among college graduates than among those with lower levels of education. This article provides a comprehensive assessment of the “meritocratic power” of a college degree. Drawing on five longitudinal data sets, the author analyzes intergenerational mobility in terms of class, occupational status, earnings, and household income for men and women. Findings indicate that the intergenerational association is strong among those with low educational attainment; it weakens or disappears among bachelor’s degree holders but reemerges among those with advanced degrees, leading to a U-shaped pattern of pa- rental influence.
    [Show full text]
  • Taking Socialism Seriously
    DRAFT Taking Socialism Seriously Edited by Anatole Anton and Richard Schmitt LEXINGTON BOOKS Lanham • Boulder • New York • Toronto • Plymouth, UK DRAFT Contents Introduction vii Richard Schmitt 1 Twenty-Five Questions about Socialism 1 Richard Schmitt 2 In Defense of Marxism 23 Milton Fisk 3 But What Is Your Alternative?: Reflections on Having a “Plan” 47 David Schweickart 1 Romantic Couple Love, the Affective Economy, and a Socialist-Feminist Vision 67 Ann Ferguson 5 Socialism, Post-Capitalism and the Division of Labor 85 Anatole Anton 6 Socialism and Human Nature 97 Karsten J. Struhl 7 Solidarity: The Elusive Road to Socialism 135 Richard Schmitt 8 Is Socialism Relevant in the “Networked Information Age”?: A Critical Assessment of The Wealth of Networks 155 Tony Smith 9 Beyond Capitalism and Socialism 185 Richard Schmitt 10 Social Movements and Struggles for Socialism 211 John L. Hammond DRAFT TEN Social Movements and Struggles for Socialism John L. Hammond [10.0] Social movements are the means by which masses of oppressed people struggle for social change. Relatively powerless people can amass and accumulate power, challenge their subordination, and win concessions from or overthrew existing power structures. The large numbers and strong commitment of participants can sometimes compensate for their lack of power. But they do more than struggle for power. They empower the participants themselves, create collective consciousness and organiza- tion, and shape the culture of the society in which they act. Participation in a social movement is a collective activity and thus is itself part of the preparation for life under socialism. [10.1] In this paper I examine the ways in which social movements can con- tribute to the struggle for socialism.
    [Show full text]
  • How Class Works in Popular Conception: Most Americans Identify with the Class Their Income, Occupation, and Education Implies for Them∗
    Final February 2007 How Class Works in Popular Conception: Most Americans Identify with the Class Their Income, Occupation, and Education Implies for Them∗ Michael Hout University of California, Berkeley Abstract Americans’ answers to questions about their social class show (1) awareness that class is an important aspect of American life and (2) reasonable patterns of strong associ- ation between subjective class identification and objective criteria like income, occu- pation, and education. Multivariate analysis of those responses shows that (3) class ambivalence and ambiguity is an issue for Americans whose jobs and incomes are inconsistent with their educations but (4) little evidence that other identities compete with objective class in forming class identities and (5) none of the trends that post- class theories suggest. Finally, subjective class identification correlates with a number of political attitudes and lifestyle indicators in ways that are consistent with canonical ideas about how class works. ∗This is a revision of the paper I presented at the conference “Social Class: How Does It Work?” held at New York University, 21-22 April 2006, sponsored by New York University and the Russell Sage Foundation. I thank Neil Fligstein, Michele Lamont, Annette Lareau, Jeff Manza, Erik Olin Wright, and two anonymous referees for their comments. Neither funders nor colleagues are responsible for the conclusions, opinions, or errors in this final version. 1 Introduction Marx and Engels founded class analysis with their famous claim, in The Communist Manifesto, that “The history of all hitherto existing societies is the history of class struggle.” Class analysts have struggled ever since to live down the founders’ boldness.
    [Show full text]
  • Beyond Neoliberalism
    BEYOND NEOLIBERALISM: SOCIAL JUSTICE AFTER THE WELFARE STATE Saturday, April 2, 8:30 am - 7 pm The Heyman Center Common Room, Columbia University Registration required; by invitation only, please (contact Lindsey Dayton [email protected]) Social Justice after the Welfare State, a Workshop led by Alice Kessler-Harris and Premilla Nadasen in the Center for the Study of Social Difference (CSSD) at Columbia, hosts a daylong symposium to explore the transformation of the Welfare state and social movements in the face of neoliberal challenges. We consider the implications of this transformation for the political economy of class, gender, racism, and migration. Putting scholars in conversation With activists Who address the fallout of neoliberalism on the ground, the symposium assesses the past, present, and future of government social responsibility and pays special attention to social rights and social justice. SCHEDULE 8:30 am Arrival and registration 9 - 10 am WELCOME Alice Kessler-Harris and Premilla Nadasen KEYNOTE ADDRESS Nancy MacLean, Duke University 10 - 10:15 am Break for coffee 10:15 am - 1:15 pm GRASSROOTS ORGANIZING Chair: Frances FOx Piven, CUNY Graduate Center Asha Rosa, Black Lives Matter and Black Youth Project Katherine Acey, Barnard Center for Research on Women Carlos Pacheco, anti-globalization activist Linda Oalican, Damayan Migrant Workers Association Michelina Ferrara, Atlas: DIY Joel Feingold, CroWn Heights Tenants Union 1:15 - 2:30 pm Break for lunch 2:30 – 5:45 pm UTOPIAN VISIONS Chair: Ruth Milkman, CUNY Graduate
    [Show full text]
  • The Mark of a Criminal Record
    The author(s) shown below used Federal funds provided by the U.S. Department of Justice and prepared the following final report: Document Title: The Mark of a Criminal Record Author(s): Devah Pager Document No.: 198320 Date Received: December 2002 Award Number: 2002-IJ-CX-0002 This report has not been published by the U.S. Department of Justice. To provide better customer service, NCJRS has made this Federally- funded grant final report available electronically in addition to traditional paper copies. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. THE MARK OF A CRIMINAL RECORD by Devah Pager A dissertation submitted in partial fidfillment of the requirements for the degree of Doctor of Philosophy (Sociology) at the UNIVERSITY OF WISCONSIN-MADISON 2002 This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. 1 LIST OF COMMITTEE MEMBERS Professor Robert M. Hauser, Sociology Professor Erik Olin Wright, Sociology Professor Lincoln Quillian, Sociology Professor Franklin Wilson, Sociology Professor Jamie Peck, Geography Dr. Marc Bendick, Jr., Economic Consultant This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S.
    [Show full text]